This article aims to understand how professionals determine the networking actions they undertake. In other words, how does the support offered by different ties in a professional’s personal learning network change and evolve with the intentional actions of the professional?
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Censorship in the classroom: Understanding controversial issues - 0 views
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"Censorship in the classroom: Understanding controversial issues\n\nhttp://www.readwritethink.org/lessons/lesson_view.asp?id=203\n\nA lesson plan for grades 9-12 English Language Arts and Information Skills\nLearn more\n\n * Learn more about banned books, biases, censorship, language arts, media, persuasive writing, propaganda, reading, stereotypes, and writing.\n\nHelp\n\nPlease read our disclaimer for lesson plans.\nLegal\n\nPrint\n\n * Print\n\nShare\n\n * Email\n * Delicious Delicious\n * Digg Digg\n * Facebook Facebook\n * StumbleUpon StumbleUpon\n\nIt is important for young people to understand their individual rights and what they, as citizens, can do to protect these rights. In addition, young people need to understand the way in which bias and stereotyping are used by the media to influence popular opinion. In this ReadWriteThink lesson, students examine propaganda and media bias and explore a variety of banned and challenged books, researching the reasons these books have been censored. Following this research, students choose a side of the censorship issue and support their position through the development of an advertising campaign.\nNorth Carolina Curriculum Alignment\nEnglish Language Arts (2004)\nGrade 9\n\n * Goal 3: The learner will examine argumentation and develop informed opinions.\n o Objective 3.01: Study argument by:\n + examining relevant reasons and evidence.\n + noting the progression of ideas that substantiate the proposal.\n + analyzing style, tone, and use of language for a particular effect.\n + identifying and analyzing personal, social, historical, or cultural influences contexts, or biases.\n + identifying and analyzing rhetorical strategies that support proposals.\n\nGrade 10\n\n * Goal 3: The learner will defend argumentative positions on literary or nonliterary issues.\n o Objective 3.01: Examine controversial is
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Understanding personal learning networks: Their structure, content and the networking s... - 4 views
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The learner as orchestrator of her personal learning network
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Communality
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Organisation of the contact
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Like–mindedness.
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Reputation
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Benevolence
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Network of a contact.
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Real potential for collaboration.
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Real potential for learning
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Trends in work environment
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When asked to reflect on their learning experiences and the role of others in those learning processes, interviewees displayed clear differences in the way they interact with contacts in their personal networks and the way they learn from these interactions.
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the effects of networking are not limited to face–to–face interactions with the contacts: even when others are not present, their words, messages and perspectives can influence the reflections of the learner.
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Proficient networkers use dedicated events and environments where networking has the prime focus (such as professional conferences, seminars and, more recently, online social networking sites) to trigger their mind into making valuable associations.
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Summary: The authors of this article clearly prove that a learner who is in control of h/her own learning will benefit the most, especially if h/she designs and navigates h/her own network. A learner will learn whether the connection is strong or weak as long as h/she has: 1) a choice in what network is joined, 2) a true passion or interest, and 3) a flexible method of communication (could be in person or via technology). - ...4 more comments...
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This work goes into detail on how the individual learner impacts the creation and function of their PLN. It identifies 9 specific factors that influence how we "build, maintain, and activate" our learning networks. It fits these factors into a "Personal learning network model" -
PLN: This article delves into how networking is essential to personal growth and learning; especially personal learning networks. Learning by interacting with peers lets us make the connections that either in learning or work environment is important. -
A clear explanation of personal learning networks, and in particular the different ways they form and the different ways individuals interact with their PLNs. Helpful diagrams for understanding the PLN model are included. -
This article focuses on personal professional networking. This is essentially a PLN in the workplace. Three primary tasks build a foundation for future activities within the PLN, 1) building connections, 2) maintaining connections, 3) activating connections. There are nine factors that influence a personal professional network. See include: communality (or commonality) reputation, and real potential for collaboration or learning. Learning within a PLN must be cultivated and involve reflection. Participants must recognize the value of other contributors to their own learning in order for the network to be truly effective, because this will allow person to know who to contact in the future for a similar issue. Networking to create a PLN depends on the person be g able to make connections between their own skills and their contacts' potential contributions. In creating an PLN, the learner "orchestrates" the environment, "browsing, selecting, and choosing" relevant resources. -
This clearly follows the belief that personalized learning is beneficial to the learner. By getting to create your PLN you are strategically picking who to network with and the topics you want to be involved in. -
In this article, the discussion of personal learning networks surrounds working professionals and how they manage their professional network. The article presents a model of personal professional networking with the goal of creating a personal learning network.
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Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enable... - 5 views
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This article proposes that connectivism should not be considered a learning theory, and that it only is given so much attention because of the role it plays in the emerging area of MOOCs. The author looks at theories available to educators that can be valuable in modern education. - ...10 more comments...
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Bell, F. (2010). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distance Learning, 12(3), 98-118. Unlike the other articles I've discussed regarding Connectivism Frances starts by detailing the world Internet market. Which is an interesting starting point because in order for Connectivism to be a qualifying learning theory for everyone, the actual "connection" part must be prevalent. This is the first article that draws attention to the potential digital divide that could keep some countries and regions from the potential benefits of Connectivism. From his subtle inclusion of what can be read as the digital divide, he details the history of sharing on the Internet, and the general practice of sharing the Internet in itself has created. I also like that Frances describes Connectivism as a learning theory not looking to take over past practices but collaborate with them. This was an important note compared to the other articles I read that were determined to sell Connectivism as the all or nothing approach towards the future of web 2.0 in learning either for or against. Finally Frances discusses Connectivism role in research and those looking for a more fundamental understanding of research done on Connectivism and regarding Connectivism. The author tackles both topics with great research backing up all scenarios and discussions. -
Is connectivism a real learning theory? This article explores the theory through different aspects of the digital era and how other learning theories (i.e. behaviorism, constructivism) are observed through various scenarios involving technology. -
This is a very interesting article. I like reading more about connectivism because for some reason I find it difficult to understand. It questions whether connectivism should be considered a learning theory. -
This article provides some great background on the theory of connectivism: its beginnings, major influencers, and basic principles. The article goes on to question whether connectivism alone is enough to answer all of the questions regarding how best to reach students in the technology-abled classroom. The article provides 5 scenarios to tackle the question, and offers some thought-provoking findings. -
Like many other educational articles, this writer questions whether connectivism deserves a place as a learning theory in its own right. Bell discusses the growing use of the internet as a classroom and how connectivism applies. He also discusses connectivism as a phenomenon versus a learning theory. -
Connectivism: Frances Bell explores theories in technology-enabled learning. Bell states, in 5 different scenarios, that it is proven that with our global society we should keep researching how to improve connections and learn from the past. Not all countries or people are equal when it comes to technology.
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This 2011 journal article discusses how researchers can bring more rigor to research into Connectivism to counter the claims of some analysts that insist the concept lacks true academic support. Their final results indicate that Connectivism alone can not be a theory for education, but instead needs to work in congruence with other theories. A wide variety of reasons from personal preference to funding will influence which theories we use. As technology expands, so does research. -
This article examines connectivism and its role as a learning theory in the digital age. It explains the principles of connectivism and provides scenarios that connectivism could help in an educational setting. -
There is significant debate as to whether or not connectivism is a stand alone learning theory. While the data does not fully support connectivism as separate and distinct learning theory, there is considerable support for it a a learning phenomenon. The author of the article emphasizes the connected world in which we live has evolved, and therefore, has influenced the manner in which people learn. -
From the development of the internet to present day, using technology for informational purposes and learning development continues to grow and become more common. Connectivism supports the theories that learning occurs as a more intrapersonal experience and occurs while the learning creates information and deeper understandings. This resources presents the development of technology as a cause for a new view of learning and education. -
The article discusses connectivism and its use in MOOCs and the detractors of the learning theory. There are two definitions of connectivism - one as the learning theory and one that critics of the concept would prefer. The article also includes several scenarios that explain ways that instructors can use connectivism in their classrooms, if they have access to the different required resources. -
This was an interesting article to read and to contemplate their arguments on whether connectivism is a theory or not.
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shared by Dave Mulder on 21 Jun 14
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Foundations of communities of practice: enablers and barriers to participat...: EBSCOhost - 0 views
web.b.ebscohost.com.libproxy.boisestate.edu/...pdfviewer
communities of practice collaboration factors for success edtech543
shared by Dave Mulder on 21 Jun 14
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This article reports a study of a community of practice that was focused on...developing communities of practice! Excellent exploration of the factors that influenced participation levels in this CoP, including: emotion, technology, and connectivity. The authors conclude that online learning communities succeed on the basis of the level of investment of the members.
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This article reports a study of a community of practice that was focused on...developing communities of practice! Excellent exploration of the factors that influenced participation levels in this CoP, including: emotion, technology, and connectivity. The authors conclude that online learning communities succeed on the basis of the level of investment of the members.
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Understanding personal learning networks: Their structure, content and the networking s... - 23 views
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In this entry by First Monday, the article explores personal learning networks as it relates to our professional careers. They explore a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi-structured interviews and a survey. - ...21 more comments...
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This discusses the three primary tasks involved in developing a successful personal learning network. It is not a "how-to" for developing a personal learning network, but rather investigates the key elements that must be in place. -
I read this article awhile back and found it informative. The authors provide insight into how and why we build learning networks. The illustrations throughout the article are helpful as they summarize the narrative sections that describe the PLN model. -
This article talks about the similarities and differences of professional networks and personal learning networks. It mentions that both networks have learning as the main goal in mind, and that sometimes professional networks have formed into personal learning networks because it is more detailed and defined that that individual and what they are interested in learning. -
Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them. Authors Kamakshi Rajagopal, Desirée Joosten-ten Brinke, Dr. Jan Van Bruggen and Dr. Peter B. Sloep research how networking is a skill in supporting growth and learning. The result is a model of personal professional networking. Included in the article is the introduction, methodology, the learner as orchestrator of her personal learning network, the personal learning network model and discussion and conclusion - supporting personal networking and future research. The article begins with a definition of professional networking, "the act of making connections with other professionals, with or without the intention of making long-term ties with them." Throughout the article, the authors reference weak versus strong connections, but the definition of weak is not, not strong, rather, weak ties are sources for new information, knowledge and ideas. The personal learning network model is attitude - intention, activity and skill - building, maintaining, activating. The authors conclude with a suggestion that "further development of technology to support professionals better in identifying relevant others and in developing relations online as and when necessary." -
This source seeks to identified the finite features that make a successful PLN. It highlights factors that influence the individual's ability to build, maintain, and activate the personalized networks. The nine factors include: organization of the contact, network of a contact, reputation, benevolence, like-mindedness, real potential for collaboration, real potential for learning, and trends in work environment. Several diagrams are offered to illustrate how the success of a personal learning network for the individual is governed by the attitude of the individual towards the network and the skills displayed or put into practice on a daily basis. The text also stresses the potential of PLNs as they encounter existing and news social networking technologies that make the connection process easier and allow for greater fluidity in build professional development through the network. -
This article discusses personal learning networks (PLN). How they are structured, what content you need to add and what type of skills you need in order for them to be beneficial to you. The main questions answered is how beneficial they really are? Can you benefit from a PLN? EDTECH543 Personal Learning Network -
A detailed article on PLN's, including the PLN model with descriptions of the three stages of Buiding, Maintaining, and Activating, with factors affecting decisions during each stage. -
This article discusses the benefits of personal learning networks to help professionals learn and grow. The authors used a literature study, interviews, and survey to help determine the effectiveness of personal learning networks.
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Article discussing structure and content of PLNs and the networking skills needed to use them. -
The authors in this article first delve into the structure and purpose of networking for professionals, but then segues into how using those skills can be used in creating and utilizing a PLN. A visual to show how the PLN model looks also helps to explain the purpose and value in participating in a PLN. While the article is slightly outdated as it speaks to how technology can work best with a PLN, the basic structure and values of a PLN is well explained. -
This source is focused on PLNs. It defines them as relationships and connections that we make with other professionals. It talks about the advantages of creating networks with other professionals, and that those connections can be both intentionally or unintentionally built. It also discusses ways that professionals can create and maintain their own PLNs. -
This article looks deep into personal learning networks. It looks at learner as an orchestrator of PLN. It also looks into factors related to building, maintaining, and being active in personal learning networks. -
The author explains the benefits of PLNs to help educators get new skills and improve they ones that they already have. He also discusses how the structures of PLN are and how you can get benefits from PLNs. The illustrations of this article help to understand the stages of the networking process and an example of a personal professional networking model. -
This article presents in an interesting model for teachers to create personal learning networks. The portion about the "learner as orchestrator of a personal learning network" was particularly enlightening. While at times the article verges into "how-to" territory, the underlying theory discussed provides strong context and explanation of the mechanics involved. -
This article defines a personal professional network as "an egocentric, personally and intentionally created network of people set up by an individual specifically in the context of her professional activities," and discusses how a PLN supports an individual's growth and learning. The authors examine the strengths and benefits of PLNs and analyze how PLNs are built, created, and maintained. Studies were conducted that resulted in the finding that there are three stages of the networking process with nine factors that influence personal professional networking, concluding in the creation of a visual model of the PLN. -
I found out that both strong and weak connections make up a person's learning and that each are important for different reasons. Strong ties help you create knowledge and encourage active collaboration between you and someone else (or more than one someone.) Weak ties Give us access to new information that we wouldn't have without them. In this unit, I learned that knowledge in the future relies not as much on what we know ourselves as being able to connect with people who become receptacles of knowledge. We tap into them as needed, making it unnecessary for us to be an expert in everything. Weak ties allow us access to these sources when the need arises. I also liked this quote, because it explained a bit about how to build these PLNs. "Grabher and Ibert (2008) proposed a three-layered approach, consisting of a communality layer (strong ties), a sociality layer (weak ties) and a connectivity layer (very weak ties)." -
@Buffy Nallion I found value referencing the Personal Learning Model. http://firstmonday.org/ojs/index.php/fm/article/viewFile/3559/3131/43945 -
This article explores research on professional networking resulting from a literature study, interviews, and a survey. It defines and shares the benefits of a PLN. It explores a model of personal learning networks where the learner is the builder of the network. Several factors for selecting connections are addressed including interests, influences, and attitudes of the learner. Three levels of connections are described including communality, sociality, and connectivity - moving from strong to weak connections. The article lists supporting technologies for PLNs. -
This article uses a networking model to examine how professionals manage connections and which factors push them to connect for the purpose of learning. Existing PLN technological solutions tend to focus on enhancing communication, but it is unclear if the technology affects the attitude of professionals and their intentions for network to learn. -
This article discusses professional learning networks, which is different than personal learning networks but similar in so many ways. Professional learning networks are targeted to support the individual's growth just like a personal learning network. This article presents a model of a professional network for creating a personal learning network. -
The article captured my attention by opening with " professionals need to perform flexible and independently in ever-changing environments." This makes me think of preparing students to be college and career ready! The earlier we can engage and immerse students and ourselves in PLN the more ready we will be for the ever changing future! Thanks for sharing! -
I was quite impressed with how intricate the model was with attitude converting to attention and then these governing activity and skill on the hierarchy. The part of this article that stood out to me the most was how the interviews supported that "this attitude emerges with people who a) experience the value of their network at first hand (Hamm, 2007) and/or people who b) reflect on their work and learning in a broader perspective than their day-to-day practice (Margaryan, et. al., 2009)." I appreciate how straightforward this article was in this model. -
In this article, the author explains what a PLN is and how it can be used in other work environments outside of education. The authors of the article were looking at how PLNs support different professions. The article also discusses the factors that individuals use to build and create a PLN.
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https://www.hetl.org/wp-content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf - 0 views
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behaviorism, cognitivism, or constructivism
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First, learning is presented actively, and second, learning must be authentic and connected to real life (Piaget, 1977). Connectivism supports this definition by offering specific technological opportunities for the learner to be actively involved in the presentation of a body of knowledge.
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connectivism offers an educator a model or mental representation that depicts something that cannot be observed or experienced directly
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Technology influences all theoretical viewpoints
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This article was written to compare the new-age learning theory Connectivism to the long-standing ideas of behaviorism, constructivism and others. Whether new or old, technology influences all theoretical viewpoints. Similar to communities of practices and networks, these theories are linked in many ways.
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Teachers' Expectations Can Influence How Students Perform - 2 views
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NPR aired an interesting piece this morning about how teacher expectations impact student performance.
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Local Food Matters - 0 views
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Dedicated to changing the way we eat and influencing schools to change their habits in how they feed children.
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Why Connectivism is not a Learning Theory | A Point of Contact - 0 views
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Blogger Glenyan explores what he feels connectivism is, or is not. He discusses how he thinks connectivism influencing learning. Many of the post comments are worth reading, as well.
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elearnspace. Connectivism: A Learning Theory for the Digital Age - 6 views
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The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
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Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years.
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The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD).
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Informal learning is a significant aspect of our learning experience.
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Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
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Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
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Learning and work related activities are no longer separate. In many situations, they are the same.
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onstructivism suggests that learners create knowledge as they attempt to understand their experiences
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Learners often select and pursue their own learning.
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These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology)
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Asserts that technology is rewiring our brains, as the tools people use define and shape their thinking. And that the continuously shifting nature of connections makes learning not completely under the control of the participant. Though the starting point of connectivism is the individual, their knowledge is influenced by and influences a network. - ...11 more comments...
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This article draws comparisons between behaviorism, cognitivism, and constructivism and how they all relate to connectivism. Connectivism has come about with the age of technology, and has gradually become its own learning theory. -
Provides an overview of learning theories in terms of creating instructional environments. Discusses principles and limitations of connectivism and concludes that how people work and function is altered when new tools are utilized. Connectivism provides insight in to learning and tasks. -
This is is a good breakdown on the history of the connectivism theory and school of thought. It highlights how it the theory is beneficial in our digital age because other theories like behaviorism, cognitivism,and constructivism operate under the tenet that learning occurs by majority inside of a person. It reiterates the point that the network or "pipe" is more important than the content within it.
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Explanation of connectivism, including contrasts to behaviorism, cognitivism, and constructivism. Interesting quote: "The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today." I'm not sure I totally agree with that statement...
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Very interesting piece on the how the half-life of knowledge is shrinking. The amount of knowledge in the world has doubled in the last 10 years and is doubling every 18 months. -
George Siemens ideas on the limitations of traditional learning theories and connectivism. -
This articles gives information about the basic thought behind Connectivism. This article even gives the background information about the limitations of behaviorism, cognitivism, and constructivism in the realm of technology and knowledge. -
This background paper reviews the limitations of common learning theories in the digital age. Siemens then describes connectivism.
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"Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical." This is a fantastic quote in this article. Our foundations for education are highly impacting the way we learn and soak up the knowledge around us. Everyone in this world needs to gain more knowledge, learn new techniques, and grow their thinking to become a harder worker, more valuable asset, and a better person in general. It is critical for the society to build on the foundations of their knowledge now so we can overcome those future problems and struggles in the future. Technology is opening doors for people to create, develop, and build knew foundations of education.
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The resource discusses the need for a changing view of learning due to the development of technology tools to aid learning and information sharing. Many learning theories have not incorporated the use of technology or connectivity. Previous learning theories such as behaviorism, cognitivism, and constructivism have limitations presented in this article to support the need for connectivism. An important thought stated by the author, "We derive our competence from forming connections". This article states the importance of experience to learn knowledge.
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In this piece, Siemens explores behaviorism, cognitivism, and constructivism and their deficits when it comes to learning in the digital world. He explains how Connectivism addresses the change in learning in that it is no longer an internal activity because of technology. -
This article gives an overview and background of traditional learning theory and their limitations. Then it provides an alternative theory for a digital age, Connectivism. This article gives a brief overview of Connectivism and its principles.
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This is the original paper written by George Siemens introducing the idea of connectivisim. The main problem Siemens identifies with previous learning theories is that they do not account for learning stored outside the person. With technology developments, we no longer need to remember details. We can use our brain space to connect details and expand our knowledge.
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The use of Twitter in the Creation of Educational Professional Learning Opportunities: ... - 4 views
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This study looked at how Twitter-using educators were using Twitter to collaborate, network, or engage in professional development -
Molly, I really enjoyed this article. It is especially relevant with this course. Honestly, I could never image using Twitter as any kind of professional resource, but after reading this and using Twitter for this class and one other, I can see how it would benefit educator to collaborate. It is also very easy to use. Thank you for sharing this article! -
Hi Molly, This is very appropriate for our class, especially since we are using Twitter to share articles and resources with each other - - in our own personal learning environment. I focused on the discussion portion of this article. I noticed that for educators, personal learning networks are important and useful for professional development. It was interesting that the study found greater use in high school environments (maybe because we are influenced by our students?). The benefits of Twitter and professional development, is that one can access and participate at any time and any location - - it is self-directed! I would be interested in finding out how to promote this type of professional development within a school. What type of training is needed for educators to get started? How would one track satisfaction and learning?
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icivics - 1 views
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Order in the court. Hail to the chief! Roll call…yea or nay… iCivics is game, activity and resource filled Web site, founded by Justice, Sandra Day O'Conner to help young people of all ages learn about branches of government, citizenship, separation of powers, media influences on government, the budget, and the Constitution and Bill of Rights. Games can be accessed by topic or playing time. In addition to games and webquests, iCivics provides lesson plans with supporting resources for teachers. Grades 3-12. Tip: Combine curricular learning with service learning by challenging students to participate in the iCivics Impact Project.
Communities of Practice - 5 views
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shared by Kristen Taubman on 10 Sep 12
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http://www.ingedewaard.net/papers/connectivism/connectivism/2008_LearningAndTeachinginT... - 4 views
www.ingedewaard.net/...And_Connectivism_bessenyei.pdf
education web2.0 teaching EdTech543 technology history
shared by Kristen Taubman on 10 Sep 12
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In this scholarly article, Bessenyei discusses the current desire in education to decrease the alienation of traditional schools. He looks at connectivism and network theories as a way to decentralize learning into self-organizing networks. These networks allow information sharing to become more significant as students information sources are varied to include experts as well as other students from multiple institutions. - ...8 more comments...
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This article discusses the pedagogy and theory that is the foundation of connectivism. Discussed in detail is how connectivism impacts education in a 21sr century learning environment. -
Interesting article by I. Bessenyie if for no other reason than it was originally written in Hungarian and translated. But it does show that the idea of connectivism is making waves in educational communities around the globe and not just in the United States. This article also tackles some of the more specific elements of connectivism as related to Web 2.0 & E-learning. -
This article is a discussion of how network participation is making shared learning possible and the role of the traditional educational institutions. -
Thanks for including this article...I got confused for a second seeing the foreign language. Since connectivism seems to espouse the belief that students lead the learning, and should all be learning different things, would it mean the end of the traditional education system as we see it? Do you think connectivism sees any future for mainstream education?
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I posted a comment a few minutes ago, went away from the page, and when I came back my comment was gone. I haven't found diigo to be too comfortable to use yet. My main question was...connectivism preaches that students should be learning different things and leading their own learning experience. Does connectivism leave any room for a traditional education system?
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Hey Scott. that's a great question and a certain dilemma when it comes to implementation, For me, the real revaluation was in how I personally am a total connective learner. I access information as needed from multitudes of resources. it has changed what I am willing to embrace or not. From a teacher's perspective, implementing it is a totally different animal & considers much more of a balanced, blended approach. You have to ask the question, at what point is a student self-actualized enough to own their connectivness? it is safe to say that students are connective learners regardless of whether we are involved in that or not. I would love to find a way to harness their personal relevance in the classroom.
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This article focuses on elearning 2.0. Talks about how learning has evolved from long ago to today and how we used to learn from our elders and now we learn from "informally"
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This article discusses socialization and the accessing of information in the information age. The article claims, "A vast amount of spontaneous knowledge exchange is taking place on the interactive World Wide Web. It is on the basis of this that the theories of eLearning 2.0 and connectivism declare that network participation and access to information and to software that interprets and contextualizes information makes a completely new, cooperative, self-organising form of learning possible." -
In this article the author discusses the importance of connectivism that is dependent upon learning in a web 2.0 platform. As the influence of the web has spread so to has the importance the ability to share and distribute information to people all over the world. The premise of this article is that as costs continue to soar in education the connectivism platform offers an alternative way to disseminate learning. The web is now no longer a medium for learning, it is the platform and center for personal learning. One final point that is made is the importance in educating students how to use the available online resources to construct learning for future use because as online resources and CoP's continue to be the primary sources for information it is important to understand how to use and identify these resources for continued learning. -
Bessenyei takes an interesting look at the history of elearning as it relates to student learning requirements, societal norms and Connectivism today. The authors perspective on Web 1.0 to Web 2.0 and the policital development of elearning provides the reader with a new lens to look at the variety of social media that is used today.
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Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 0 views
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This article defines the learning theory of connectivism and examines it in light of preexisting, more widely accepted learning theories to see if it fits in and should be accepted as a new learning theory for the digital age. They conclude that schools aren't quite ready to accept connectivism because it's a relatively new idea that is more relevant to students than the adults who make the decisions, and many of the adults aren't comfortable with that type of environment. Connectivism isn't to the place of being accepted as a new learning theory, though it is definitely influencing educational pedagogies.
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Personal Learning Environments - the future of eLearning? - 8 views
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This article helped to explain why PLNs and Connectivist theory go hand in hand. It explained that theory and knowledge are linked in a PLN because they are accessible in the context they are applied. The nature of the learning in a PLN is all about applying knowledge and coming up with new ideas about its relevance to concepts. PLNs are all about creating as well as sharing as well as autonomy for its users. Connectivism is about working cooperatively, meaning independently but in a shared environment. This article really helped me to bridge a connection between the Connectivist theory and PLNs. - ...4 more comments...
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Here the author argues that Personal Learning Environments (PLEs) are not an application but an approach to learning. They require a radical shift in how we use technology, but they supply a holistic environment where students learn to take responsibility for their own education.
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This article presents the features and reasoning for personal learning environments in e-learning. It discusses reasons for its importance in e-learning and lifelong learning. The ways that "learning" is changing with new technologies and resources are considered. The social aspect of personal learning environments is also described, with an emphasis on the tools that are used to facilitate the connections.
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The author discusses the potential of learning environments in eLearning and how these LEs can bring together more authentic contexts for learning. The paper also reviews the different purposes and uses of Personal Learning Environments. Through PLE, individuals are responsible for many aspects of their own learning within the most useful contexts. Blogging was also covered as a way to incorporate informal learning. Attwell considers the challenges associated with continued LEs after a course is over, and points out the overarching questions regarding the responsibility for institutions or teachers to continue to support this ongoing learning. -
Attwell, G. (2007). Personal Learning Environments-the future of eLearning?. eLearning Papers, 2(1), 1-8. In Graham Attwell's article he offers some insight and ideas towards why personal learning Environments may be essential to learning in the future. . He details the technology behind the buzz surrounding personal learning environments and examples of how we can use them going forward. What I enjoyed about the article was the notion that everyone's learning environment, style, context, and situation are different and PLE's enable the learner to pace themselves and grow on their own terms. While detailing lifelong learning the author grabs the theory of self-driven education being helped by personal learning environments. Graham does a good job of not following into a common misconception that technology directly correlates to better learning, but rather approaches the aspect of what technology could do for learning as well as what personal learning environments could do for learning as well. From his own personal PLE list of software to explaining the next steps in adopting personal learning environments on a wider scale Graham makes sense of a complicated theory.
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This article discusses the foundational theory of how PLNs and PLEs influence learning. It discusses the new definition of what the PLE is for each student and how it is evolving with the web tools available to the student. -
I like the fact that the authors discuss that educators need to embrace emerging technologies. In addition, they point out that social networking turns the consumer into the producer-what an interesting concept; I think I will use this as I argue for a bit more technological freedom in my classroom.